The relationship between professional learning community practices and organizational learning in secondary educational institutions

In this study, the relationship between professional learning community practices carried out in secondary education institutions and organizational learning was investigated. It was carried out with the correlational survey model in a quantitative design. The sample of the study consisted of 305 teachers chosen impartially through simple random sampling. "Professional Learning Community Scale" and "Learning Organization Profile Scale" were used to collect data in the study. In the analysis of the data, descriptive statistics were created using the arithmetic mean and standard deviation values. The differentiation of teachers' perceptions of organizational learning and professional learning community practices in their schools according to demographic variables was tested with independent samples t-test and one-way analysis of variance (One-way ANOVA). The status, existence and direction of a meaningful relationship between PLC practices and organizational learning in high schools were examined by using the Pearson Product Moments Correlation Coefficient technique. As a result of the analysis, it was determined that teachers' perceptions of organizational learning and PLC practices are high. As for the demographic variables discussed in the study; in terms of teachers' educational status, no significant difference was observed in neither professional learning community and its sub-dimensions nor organizational learning and its sub-dimensions. However, in terms of teachers' gender variable; organizational learning and its sub-dimensions and professional learning community sub-dimensions differed significantly. In the seniority variable, only in the sensitivity sub-dimension of organizational learning differed meaningfully. In the school type variable, both PLC and organizational learning (OL) and all sub-dimensions differed meaningfully. In terms of the variable of length of service at school, significant differences were found in PLC and its sub-dimensions. As a result of this study; a high level of positive and significant relationship was observed between organizational learning and PLC practices in secondary schools; thus revealing that PLC practices seen in public secondary education institutions have a significant relationship with organizational learning.